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Preface Health Science, eighth edition, was written to provide the beginning student in health science education (HSE) with the basic entry-level knowledge and skills required for a variety of health care careers. Although each specific health care career requires specialized knowledge and skills, some knowledge and skills are applicable to many different health careers. In short, this book was developed to provide some of the core knowledge and skills that can be used in many different fields. Health care is in a state of constant change. This change is reflected in the title of this textbook. Previously called Diversified Health Occupations, the title has been changed to reflect the fact that health care careers are based on science, or the knowledge and skills related to the natural or physical world. The scientific foundation presented in this textbook is required in over 200 different health care careers. Organization of Text Health Science, eighth edition, is divided into two main parts. Part 1 provides the student with the basic knowledge and skills required for many different health care careers. Part 2 introduces the student to basic entry-level skills required for some specific health care careers. Each part is subdivided into chapters. Chapter Organization Each chapter has a list of objectives and a list of key terms (with pronunciations for more difficult words). For each skill included in the text, both the knowledge necessary for the skill and the procedure to perform the skill are provided. By understanding the principles and the procedure, the student will develop a deeper understanding of why certain things are done and will be able to perform more competently. Procedures may vary slightly depending on the type of agency and on the kind of equipment and supplies used. By understanding the underlying principles, however, the student can adapt the procedure as necessary and still observe correct technique. Information Sections (Textbook): The initial umbered n sections for each topic in this text are information s ections which provide the basic knowledge the student must cquire. These sections explain why the knowledge a is important, the basic facts regarding the particular topic, and how this information is applied in various health care careers. Most information sections refer the student to the assignment sheets found in the student workbook. Assignment Sheets (Workbook): After students have read the information in the initial section of a topic, they are instructed to go to the corresponding assignment sheet. The assignment sheets allow them to test their comprehension and to return to the information section to check their answers. This enables them to reinforce their understanding of the information presented prior to moving on to another information section. Procedure Sections (Textbook): The procedure s ections provide step-by-step instructions on how to perform specific procedures. The student follows the steps while practicing the procedures. Each procedure begins with a list of the necessary equipment and supplies. The terms Note, Caution, and Checkpoint may appear within the procedure. Note urges careful reading of the comments that follow. These comments usually stress points of knowledge or explain why certain techniques are used. Caution indicates that a safety factor is involved and that students should proceed carefully while doing the step in order to avoid injuring themselves or a patient. Checkpoint alerts students to ask the instructor to check their work at that point in the procedure. Checkpoints are usually located at a critical stage. Each procedure section refers the student to a specific evaluation sheet in the workbook. Evaluation Sheets (Workbook): Each evaluation sheet contains a list of criteria on which the student's performance will be tested after they have mastered a particular procedure. When a student feels he or she has mastered a particular procedure, he or she signs xi